1. Topic

Round twodigit numbers to the nearest ten 


2. Content

How do numbers relate on a number line? How do we round? Why do
we need to round sometimes? 


3. Goals: Aims/Outcomes

1.Students will begin to see how to round to the nearest ten when
using a number line.
2.Students will gain knowledge about why rounding is helpful.



4. Objectives

1.Students will be able to see if a given number is closer to the
multiple of ten proceeding it or following it given the support of
a chunk of number line and a model.
2.Students will be able to determine whether to round up or down using
a white board with a number line and having the support of the teacher
using a white board under the document camera.
3.Students will be able to draw a model with the support of their
partner to show how an equation balancer (turned around to be a number
line)can help them determine whether to round to the smaller or larger
multiples of ten that it is between. 


5. Materials and Aids

taped off section of carpet, white boards, markers, document camera,
equation balances, paper, pencils, and crayons, index cards 


6. Procedures/Methods

A. Introduction
Discuss why we would round a number. When do we need to know "about"
how many? 


B. Development
1.Using the taped off section of the carpet,demonstrate that we
can use a portion of a number line to help us round. Use a student
to stand on given numbers and see which multiple of ten he/she is
closest to.



C. Practice
Move to the desks and have white boards handy. Teachers uses white
board and document camera. Find a given number on the board. Find
which multiples ten it is sandwiched between. Student determine how
far away the given number is from each multiple of ten. 


D. Independent Practice
Students work in pairs. They are given equation balances turned
backward to represent part of a number line. They have four numbers.
They take turns hooking the numbers on to see which way the balance
falls. (Discuss that we simply need a rule for the middle number ending
in five as it will not fall.) Students draw their scales and indicate
which way it leaned. 


E. Accommodations (Differentiated Instruction)
AS students help one another, I will be available to guide any students
who have questions or who are struggling. 


F. Checking for understanding
Teacher will be able to hear math talk as partners work and will
have the picture products to determine if they understood the assignment
and what the model represented. 


G. Closure
Have students turn to one another and tell their partner about a
time when we might need to know approximately how many and could round? 

